Content Standard: E: Process of Writing and Speaking
Students will demonstrate the ability to use the skills and strategies of the writing process.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary * Indicates a word the teacher uses to help students start to understand
1 Identify strengths and weaknesses in their own writing and seek effective help from others.	Students will *brainstorm *develop ideas with several supporting details, using a rubric on ideas				Local Assessment: Solar System Map	brainstorm edit plan revise rough draft writing process Six traits -ideas -organization -conventions *word choice *voice
2. Improve their finished product by revising content from draft to final piece.	Students will revise to improve their writing based on Spandel's 6 Trait Writing of *ideas *organization *conventions			See E-1 Resources: 1). Write-On Track text & workbook 2). Write-On  Track-Language Series Program Guide 3). Seeing With New Eyes by Vicki Spandel	Students will demonstrate the ability to revise content from draft to final piece.	beginning middle details ending final draft title *indention
3. Use planning, drafting, and revising to produce on-demand, a well-developed, organized piece that demonstrates effective language use, voice, and command of mechanics.	Same as 2.			Students will intermittently be given writing prompts throughout the year.
4. Report orally and summarize personal discoveries they have made as a result of reading and viewing.	Students will organize and present an oral report using an informal format.			Teacher and students will orally model, discuss and practice relating a variety of readings to personal experience. Resource: Mosaic of Reading	Students will give a brief oral presentation of information or insights their reading or viewing.	"w" questions prior experience schema summarize voice
5. Give accurate directions.	Students will give two and three step directions orally.			Model, discuss and have students practice giving directions, including using sequencing and key words.	Students will write and present a set directions on a teacher selected activity. Examples: -a game -making a peanut butter/jelly sandwich	Transition words, such as: *next *first *then *finally *after steps